General Information: The Aleamoni
Course/ Instructor Evaluation Questionnaire (CIEQ) is a student rating form
and statistical analysis package designed for use as part of a
program for assessing both course and faculty teaching performance. The
CIEQ is the oldest researched, standardized and normed instrument in the
country (45 years) having been used in more than 500 colleges and
universities both nationally and internationally. It also is the only instrument that
contains reliability data for each class processed and converts mean data
into normative data-based deciles for easy use and interpretation. The form is designed to provide primarily
two kinds of information; (1) diagnostic information for professional
enrichment and faculty development; and (2) statistical aggregate data,
based on appropriate norms, which may be used as one part of the information
used in personal decision making. An
easy to use online version is also available.
Format: The CIEQ rating
form is available on a computer scorable answer sheet and/or an easy to use
online version, which is divided into five sections. The first
section elicits student background information including student level,
whether the student is taking the course as an elective, student gender,
expected grade, the proportion of students taking the course as a part of
their major, and the semester in which the evaluation takes place. The
second section consists of three general items which elicit student
responses to the course content, the instructor, and the course in general.
Ratings in this section are made on a 6-point scale ranging from excellent
to very poor. Section three includes 21 statements which represent five
subscales or factors labeled General Course Attitude, Method of
Instruction, Course Content, Interest and Attention, and Instructor. A
sixth scale, Total, provides scores for all items combined. Items are rated
on a 4-point scale ranging from agree strongly to disagree strongly. The
fourth section provides space for 42 optional items if the instructor
wishes to include any additional items. These items may either be selected
from an item catalog which is part of the CIEQ system or written by the
instructor. The Final section allows for open-ended responses to questions
on course content, the instructor, course objectives, papers and home work,
examinations, suggested improvements, and an evaluation of the course based
upon student satisfaction with the course and student perceptions of its
value as an educational experience. To access the CIEQ online version go to
"www.netcieq.com". If you
want to begin using the CIEQ online version then you will need to contact
"webmaster@netcieq.com" and let him know when you are planning on
using the link and how many courses you plan on submitting.
Results: The results of
the CIEQ are presented on a three page output for each course/section in
four parts. The first part presents course and instructor
identification. The second part presents student background
information and results for three general items. Given are the proportion
and number responding to each item alternative (and the proportion not
responding). The mean and the standard deviation are also presented
for each of the general items. The third part lists the responses to
the six subscales. Included are the percentage responding, the mean
response, the standard deviation, the reliability coefficient (based upon
an internal consistency calculation), and a variety of normative
comparisons transformed and reported on a 10-point scale. These comparisons
include the rank norm (a comparison of the course with all courses given by
instructors at the same rank), the level norm (a comparison of the course
with all courses at the same course level), the institution norm (a
comparison of the course with all courses at the institution), the college
norm (a comparison of the course with all other courses in the appropriate
college within the institution), the nationwide norm (a comparison of the
course to all the courses throughout the US which have used the CIEQ), and
the department norm (a comparison of the course with all other courses in
the appropriate department) The final part lists each of 21 standard items
and gives the proportion and number responding to each alternative, the
most favorable response, the mean response, the standard deviation, and the
college-wide norm decile (a comparison of the mean response with those
obtained throughout the institution) for each item.
Special Features: An optional item
catalog (Arreola, 2007) is available that contains 525 items divided into
10 categories. The Results Interpretation Manual (Aleamoni, 1993) provides
information on scale development and validation, recommended uses and
administrative procedures, description and interpretation of results, and
decile norm cutoff scores for six subscales and 21 items. Institutions
wishing to use the CIEQ may select one of the following options: (1) CIEQ
forms may be purchased individually from Comprehensive Data Evaluation
Services, Inc. (CODES) and returned for processing, (2) an institution may
choose to print and use the CIEQ under a royalty arrangement on their own
campus and submit a data file to CODES for processing, and (3) arrange to
use the CIEQ online version.
Development
and Validation.
The CIEQ was developed in 1975 through an analysis of the Illinois Course
Evaluation Questionnaire (CEQ). The original CEQ was based on an initial
pool of over 1000 items collected in the early 1960’s, reduced and refined
by a variety of techniques, including factor analysis, to a form containing
50 items (Aleamoni & Spencer, 1973). The current version (Form
76) uses normative data from roughly 15,000 course sections in the United
States gathered from 1972 through 1992. Internal consistency reliability
coefficients for the five subscales range from .81 to .94 (Aleamoni, 1978).
Test-retest reliability range from .92 to .98 for the subscales and the
total and from .81 to .94 for individual items (Gilmore, 1973). Aleamoni
(1999) reviewed several studies of the CEQ, which are generalizable to the
CIEQ. He reported that the CIEQ is not affected by gender, term, curriculum,
class size, instructional rank, major/minor, pass/fail, expected grade, and
final grade. In addition, the ratings of colleagues and trained
judges appear to correlate with CIEQ student ratings (Aleamoni, 1978).
Research on the CIEQ has shown it to be a reliable, valid measure of
student reactions to the course and instructor. The CIEQ provides
meaningful information that may be successfully used in a program of
instructional improvement and as part of a comprehensive faculty evaluation
system designed to provide data for faculty personnel decisions. For more
information or to request a sample packet contact Dr. Lawrence M. Aleamoni
at the address above.
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